Learning Language and Loving It Presentation

EDUC4172 - Evaluating Interventions Learnint Language and Louie It (LLLI) Izyan Iman Zainuri.

Introduction and History of LLLI Concept and Theory Evidence Applications and Recommendations.

o Introduction hietor% of LLLI.

frack-ground The Hanen Centres communicate speech b language therapy o The Hanen Centre is a non-profit charitable organization founded in in (Hanen: Learning Language and Loving It, 2024) o The Education Endowment Foundation (EEF) commissioned NatCen's Centre for Children and Families to evaluate Learning Language and Loving It (Buryetal,2022) o Coordinated and provided by the Communicate SLT CIC • Speech and language therapy service and training organisation based in North West England o Evaluation of LLLI took place between Septmember 2019 - July 2021 Images from 2.https://selnet-uk.com/communicate-slt-cic/.

what e u.epro-g.ramme who for? LLLI is for educators to find practical strategies for children in their classrooms to build on their language and social skills. Focusing on: 1. Promoting language development through everyday activities 2. Becoming attuned to the child's interests and following their lead 3. Promoting interaction among the children 4. Facilitating and fostering literacy skills.

Concept/ Theor%.

Ho-w doe u.eprog.ramme work? Delivered by a group leader with Hanen training (a speech-language pathologist or early childhood consultant) to a group of up to twenty educators Intensive Face- to-face Training Programmes Online Training Programmes 5-8 group training sessions (15-20 hours) 4-6 individual videotaping and feedback sessions for each educator (educators' interactions with children are videotaped by and reviewed with group leader) Supported by user-friendly resources: guidebook, workbooks, and a detailed leader's guide for the group leader Live video conference with your group members from the comfort of your own home Ability to receive personal feedback sessions (must send a video of you interacting with your children for your group leader to assess, identify and modify).

Theore ZONE OF PROXIMAL DEVELOPMENT Tasks that learner cannot do even with assistance Tasks that learner can do with assistance Tasks that learner can do without assistance Image from https;lladditioappomlenlwgotsky:sociocultural.:theoryl Based on social interactionist perspectives of development (Bohannon & Bonvillan, 1997) LLLI is based on the premise of influencing child's acquisition of language and literacy through interactions. 0 Supported by Vygotsky's Zone Of Proximal Development And Scaffolding Theory • Adults adjust support for children, reducing it to challenge them and increasing it when needed (Bowman, Donovan & Burns, 2001)..

afec.twenef.t of LLLI (eudeaæ bated) Focus: Examined impact of LLLI Program on educators' use of responsive interaction strategies Study 1: Conducted by Girolametto, Weitzman & Greenberg, 2003 Experimental Control 8 educators in a 14- | 8 educators initially week Learning assigned to no I Language and Loving I treatment, later It Program with group received the program and individual sessions I after posttest Results 1. Enhanced verbal productivity in the experimental group highlights educators' role in fostering richer conversation with both teachers and peers. 2. More multiword utterances among experimental group children suggest responsive teaching promotes deeper engagement and linguistic complexity. 10.

afec.twenef.t of LLLI (eudeaæ bated) Focus: Effects of LLLI Program on educators' strategies during interactive book reading Study 3: Conducted by Flowers, Girolametto, Weitzman & Greenberg, 2007 Experimental 8 educators underwent I 14-week program emphasizing: Abstract language, complex I stories, and print concepts during reading Control 8 educators received no training during experimental phase I (only after the study) Results 1. Experimental group increased use of Level 3 abstract utterances and action-related utterances 2. Children responded more to experimental group's abstract utterances, displaying higher abstraction 3. Some educators didn't maintain changes posttest, indicating need for more support 11.

afec.twenef.t of LLLI (eudeaæ bated) Focus: Effects of LLLI Program on educators' use of abstract language during storybook reading and verbal print references in post-story craft activities Study 3: Conducted by Girolametto, Weitzman, Lefebvre & Greenberg, 2007 Experimental 8 educators received 2- I day program: • • Day 1: Child initiations, turn- taking, language development Day 2: Promoting emergent literacy skills Control 1 8 educators received same Day 1 training, I however Day 2 focused on facilitating peer interaction Results 1. Experimental group increased use of Level 3 abstract utterances and print references 2. Children in experimental group showed increased decontextualized responses to educators' language use 12.

t9pp&cabo-n Recommendabo-nt 13.

Context Age Range: Early Years (Birth to 5 Years) Aimed for students: 1. Prevention of language delays for children at risk or second- language learners 2. Early language intervention for children with language delays 3. Language enrichment for typically developing children School-based setting for application Applicable for multilingual classrooms.

Cost Current fee - $995 USD (although this is subject to change in the future). This fee includes: • attendance at the workshop and upon completion of the workshop • access to all the Learning Language and Loving It training materials for providing an in-person program To access training material for offering the online version - additionally $34.95 USD for members for more information: hcps.ffwww.hanen.orgZEofessional-Development/Workshops-for-Educators/Learning-Langugge-Loving-It- Certification - Workshop Image from httpsdlwyusuxom Learning Language and Loving I the Way Extend the In, Set up and.. the Lead the Encouraging Develop m e n t Sat* -b • Available in English. French. polish • • Available English. Available in English. French. Spanish and Danish..

Drawbacks Services should consider backfill costs as educators are required to: participate in 5 to 8 group training sessions (totaling 15—20 hours), prepare for coaching sessions, attend 6 one-hour video coaching sessions, along with completion of a pre-workshop online assignment (-5 hours) and attendance at 3 consecutive days of training. 16.

Recommendatiooe of LLLI Holistic approach: Hanen LLLI program fosters language development alongside emotional and social growth. Individualized support: Tailored strategies cater to each child's unique needs, ensuring effective learning. Evidence-based: Grounded in research, it offers proven strategies for children's language development Nurturing environment: Encourages communication in a supportive setting, nurturing a love for language and learning. 17.

Reference 1. Bohannon, J., & Bonvillian,J. (1997). Theoretical approaches to language acquisition. In J. Berko Gleason (Ed.), The development of language (4th ed., pp. 259-316). Needham Heights, MA: Allyn & Bacon. 2. Bowman, B., Donovan, M., & Burns, M. (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press 3. Bury, J., Kohli, E., Scandone, Berenice., & Fletcher., A. (2022, April 29). Hanen Learning Language and Loving It (LLLI). National Centre for Social Research. https://natcen.ac.uk/publications/hanen-learning-language-and-loving- it-Illi 4. Flowers, H., Girolametto, L., Weitzman, E., & Greenberg, J. (2007). Promoting early literacy skills: Effects of inservice education for early childhood educators. Canadian Journal of Speech-Language Pathology and Audiology, 31 (1), 6-17. 5. Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children's language. American Journal of Speech-Language Pathology, 12, 299-311. 6. Girolametto, L., Weitzman, E., Lefebvre, P., & Greenberg, J. (2007). The effects of in-service education to promote emergent literacy in child care centers: A feasibility study. Language, Speech, and Hearing Services in Schools, 38, 72-83. 7. Hanen: Learning language and loving it. (2024, March 1). vic.gov.au. https://www.vic.gov.au/hanen-learning- language-and-loving-it 8. Johanson, M., Justice, L. M., & Logan, J. (2015). Kindergarten Impacts of a Preschool Language-Focused Intervention. Applied Developmental Science, 20(2), 94—107. https://doi.org/10.1080/10888691.2015.1074050 9. Promoting Language and Literacy in the Classroom — Learning Language and Loving It Guidebook and DVD for early childhood educators. (n.d.). https://www.hanen.org/Guidebooks/Educators/Learning-Language-and-Loving- It. aspx 18.